Document Type

Article

Publication Date

11-2017

Department

Psychology

Abstract

The purpose of this study was to investigate the effectiveness of a variation of the Good Behavior Game (GBG) in which teachers used ClassDojo to manage each team's progress. ClassDojo is a computer-based program that enables teachers to award students with points for demonstrating target behaviors. Dependent variables included class-wide disruptive and academically engaged behavior, teachers’ ratings on the Behavior Intervention Rating Scale (BIRS), and the rate of teacher praise statements delivered in each phase. Overall, results indicated that the GBG with ClassDojo was effective at reducing disruptive behavior, increasing academically engaged behavior, and was rated as socially valid. Additionally, when the intervention was in place, increases in the amount of behavior-specific praise statements delivered were observed across all three classrooms.

Publication Title

Psychology in the Schools

Volume

54

Issue

9

First Page

1049

Last Page

1063

Recommended Citation

Lynne, S.,
Radley, K. C.,
Dart, E. H.,
Tingstrom, D. H.,
Barry, C. T.,
Lum, J. D.
(2017). Use of a Technology-Enhanced Version of the Good Behavior Game In an Elementary School Setting. Psychology in the Schools, 54(9), 1049-1063.
Available at: https://aquila.usm.edu/fac_pubs/14891